J 受験ヒーロー

高校生の英語ドリル 第050回

高校1〜3年生の総復習・標準。20問・各5点・100点、45分。

難易度設計

主要スキル：分詞・名詞修飾／倒置・条件／時制・過去完了／関係副詞／結果節／譲歩・前置詞／慣用表現／時・条件節／目的節／知覚動詞／スポーツ：メールの情報・推論／庭づくり：インタビューの情報・推論／目的に合う英作文

学習ポイント

  • 分詞・名詞修飾の表現を文の中で使う。
  • 倒置・条件の表現を文の中で使う。
  • 時制・過去完了の表現を文の中で使う。
  • 関係副詞の表現を文の中で使う。
  • 結果節の表現を文の中で使う。
  • 譲歩・前置詞の表現を文の中で使う。
  • 慣用表現の表現を文の中で使う。
  • 時・条件節の表現を文の中で使う。
  • 目的節の表現を文の中で使う。
  • 知覚動詞の表現を文の中で使う。
  • 目的・具体的情報・改善理由・結論を区別し、本文に基づいて判断する。
  • 指定された内容を英語で伝え、例と採点基準で見直す。

問題

セクション1：分詞・名詞修飾

The people ___ near the door are volunteers.

問1（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. standing
  2. stands
  3. stand
  4. stood

セクション2：倒置・条件

___ I known the truth, I would have acted differently.

問2（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. Had
  2. Did
  3. Was
  4. Have

セクション3：時制・過去完了

By the time we arrived, the train ___ already left.

問3（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. is
  2. had
  3. will
  4. has

セクション4：関係副詞

This is the place ___ we first met.

問4（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. where
  2. what
  3. who
  4. which

セクション5：結果節

The book was so interesting ___ I read it twice.

問5（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. as
  2. that
  3. for
  4. to

セクション6：譲歩・前置詞

___ the rain, we continued the match.

問6（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. Even though
  2. Despite
  3. While
  4. Although

セクション7：慣用表現

I would rather ___ at home tonight.

問7（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. staying
  2. stay
  3. to stay
  4. stayed

セクション8：時・条件節

I'll wait here until he ___.

問8（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. come
  2. coming
  3. comes
  4. will come

セクション9：目的節

Speak clearly so that everyone ___ hear you.

問9（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. can
  2. for
  3. as
  4. to

セクション10：知覚動詞

I saw him ___ the door.（動作の全体を表す原形を選ぶ）

問10（5点）

空欄に入る最も適切な語句を1つ選びなさい。

  1. opens
  2. open
  3. opened
  4. to open

セクション11：スポーツ：メールの情報・推論

Dear project members, Thank you for helping us help teammates communicate. At our meeting at the gym, we worked with basketball and prepared a team poster. Lily supplied a water bottle. Before our next meeting, please consider the following account of a problem we encountered and how we responded.

The organizer initially ranked participants by speed. This made a few experienced players enthusiastic, but several beginners stopped coming. The group introduced separate personal goals and a cooperative task. They still recorded progress, but no longer used one ranking to represent everyone's success. Different goals allowed participants to challenge themselves without treating every activity as a competition against others.

問11（5点）

What was the main purpose of the project?

  1. To prove that experts were unnecessary.
  2. To replace every activity in the town.
  3. To advertise luxury products.
  4. To help teammates communicate.

問12（5点）

Which outcome is mentioned in the passage?

  1. a travel ticket
  2. a national law
  3. a weather forecast
  4. a team poster

問13（5点）

Why did the group change the scoring method?

  1. A single ranking discouraged some beginners.
  2. There was no way to record any progress.
  3. Every participant had the same goal.
  4. Experienced players refused to practice.

問14（5点）

What was retained after the change?

  1. The original approach needed no changes.
  2. A way to monitor participants' progress.
  3. Only the appearance of the final product mattered.
  4. The team should never collect further evidence.

セクション12：庭づくり：インタビューの情報・推論

Interviewer: What was your project about?

Ben: We met at the riverside park to work with trees. We wanted to provide shade. I brought a pair of gloves, and together we produced a tree sign. But the most useful lesson came from a difficulty we had to think about carefully. Here is what happened.

The group compared two plots. One received regular care, while the other was checked only occasionally. More plants survived in the first plot. However, the plots also received different amounts of sunlight. The group therefore avoided claiming that the care schedule alone explained the difference. For the next comparison, they planned to use plots with similar light conditions.

問15（5点）

What was the main purpose of the project?

  1. To provide shade.
  2. To advertise luxury products.
  3. To prove that experts were unnecessary.
  4. To replace every activity in the town.

問16（5点）

Which outcome is mentioned in the passage?

  1. a national law
  2. a travel ticket
  3. a weather forecast
  4. a tree sign

問17（5点）

Why was the first comparison inconclusive?

  1. Both plots received exactly the same treatment.
  2. The group had no interest in plants.
  3. No plants survived in either plot.
  4. The plots differed in sunlight as well as care.

問18（5点）

What would improve the next comparison?

  1. The original approach needed no changes.
  2. The team should never collect further evidence.
  3. Keeping light conditions similar while comparing care schedules.
  4. Only the appearance of the final product mattered.

セクション13：目的に合う英作文

問19（5点）

Should schools provide more opportunities for sharing a recipe? 自分の考えと理由または具体例を、英語30〜50語で書きなさい。

セクション14：目的に合う英作文

問20（5点）

Is learning alone or with others better when sharing a recipe? 自分の考えと理由または具体例を、英語30〜50語で書きなさい。

解答・解説を開く

問1

A. standing

自ら立っている people を修飾する現在分詞。

採点目安：正しい選択肢で5点。

問2

A. Had

If I had known の if を省略して Had I known。

採点目安：正しい選択肢で5点。

問3

B. had

到着という過去より前の出発を had + 過去分詞で表す。

採点目安：正しい選択肢で5点。

問4

A. where

後ろの we first met は完結した節。場所の where。

採点目安：正しい選択肢で5点。

問5

B. that

so + 形容詞 + that節で結果を表す。

採点目安：正しい選択肢で5点。

問6

B. Despite

名詞句 the rain に前置詞 Despite が続く。

採点目安：正しい選択肢で5点。

問7

B. stay

would rather + 動詞の原形。

採点目安：正しい選択肢で5点。

問8

C. comes

未来の出来事でも until の副詞節は現在形。

採点目安：正しい選択肢で5点。

問9

A. can

so that + 主語 + can + 原形で目的。

採点目安：正しい選択肢で5点。

問10

B. open

see + 人 + 動詞の原形で動作の全体を見る。

採点目安：正しい選択肢で5点。

問11

D. To help teammates communicate.

冒頭の目的を示す to help teammates communicate が根拠。結果と目的を混同しない。

採点目安：正しい選択肢で5点。

問12

D. a team poster

本文で成果物として a team poster が挙げられている。

採点目安：正しい選択肢で5点。

問13

A. A single ranking discouraged some beginners.

後半の問題と判断を結び付ける。根拠：The organizer initially ranked participants by speed. This made a few experienced players enthusiastic, but several beginners stopped coming. The group introduced separate personal goals and a cooperative task. They still recorded progress, but no longer used one ranking to represent everyone's success. Different goals allowed participants to challenge themselves without treating every activity as a competition against others.

採点目安：正しい選択肢で5点。

問14

B. A way to monitor participants' progress.

後半の改善方針をまとめると A way to monitor participants' progress.。本文にない極端な断定を避ける。

採点目安：正しい選択肢で5点。

問15

A. To provide shade.

冒頭の目的を示す to provide shade が根拠。結果と目的を混同しない。

採点目安：正しい選択肢で5点。

問16

D. a tree sign

本文で成果物として a tree sign が挙げられている。

採点目安：正しい選択肢で5点。

問17

D. The plots differed in sunlight as well as care.

後半の問題と判断を結び付ける。根拠：The group compared two plots. One received regular care, while the other was checked only occasionally. More plants survived in the first plot. However, the plots also received different amounts of sunlight. The group therefore avoided claiming that the care schedule alone explained the difference. For the next comparison, they planned to use plots with similar light conditions.

採点目安：正しい選択肢で5点。

問18

C. Keeping light conditions similar while comparing care schedules.

後半の改善方針をまとめると Keeping light conditions similar while comparing care schedules.。本文にない極端な断定を避ける。

採点目安：正しい選択肢で5点。

問19

解答例：Schools should provide more opportunities for sharing a recipe because students can learn by working together. For example, a short activity gives beginners a chance to ask questions and discover new interests. Teachers should offer support so that students with different levels of experience can participate.

意見・理由・具体例の対応を確認する。評価や参加の条件にも触れると議論が明確になる。別の立場も、論理が通り指定を満たせば正解。

採点目安：立場・指定内容1点、理由・具体例2点、文法・語彙1点、語数・構成1点。解答例との一致を条件にしない。

問20

解答例：I think learning with others is better when sharing a recipe. Partners can share ideas and help each other notice mistakes. However, everyone also needs time to think independently. A good activity should therefore combine discussion with opportunities for each person to practice.

意見・理由・具体例の対応を確認する。評価や参加の条件にも触れると議論が明確になる。別の立場も、論理が通り指定を満たせば正解。

採点目安：立場・指定内容1点、理由・具体例2点、文法・語彙1点、語数・構成1点。解答例との一致を条件にしない。